Wood S, Dukewich K, Denton AW (2016) Promoting Pedagogy: The Development of a Teaching and Learning CoP in a Research-Focused Department. Transformative Dialogues: Teaching & Learning Journal, 9(1):1-9.
Dukewich K & Wood S (2016) “Can I have a grade bump?” The Contextual Variables and Ethical Ideologies that Inform Everyday Dilemmas in Teaching. Collected Essays on Learning and Teaching, 9:97-110.
Wood S, Sage JR, Shuman T, Anagnostaras SG (2014) Psychostimulants and cognition: a continuum of behavioral and cognitive activation. Pharmacological Reviews, 66:193-221.
Nelson PA, Sage JR, Wood SC, Davenport CM, Anagnostaras SG, Boulanger LM (2013) MHC class I immune proteins are critical for hippocampus-dependent memory and gate NMDAR-dependent hippocampal long-term depression. Learning & Memory, 20:505-517.
Wood SC & Anagnostaras SG (2011) Interdependence of measures in Pavlovian conditioned freezing. Neuroscience Letters 2011;505(2): 134-139.
Anagnostaras SG, Wood SC, Shuman T, Cai DJ, LeDuc AD, Zurn KR, Zurn JB, Sage JR, Herrera GM (2010) Automated assessment of Pavolvian conditioned freezing and shock reactivity using the VideoFreeze system. Frontiers in Behavioral Neuroscience, 4:1-11.
Carmack SA, Wood SC, Anagnostaras SG (2010) Amphetamine and Extinction of Cued Fear. Neuroscience Letters, 468:18-22.
Shuman T, Wood SC, Anagnostaras SG (2009) Modafinil and Memory: Effects of Modafinil on Morris Water Maze Learning and Pavlovian Fear Conditioning. Behavioral Neuroscience, 123(2):257-266.
Wood SC & Anagnostaras SG (2009) Memory and psychostimulants: Modulation of Pavlovian fear conditioning by amphetamine in C57BL/6 mice. Psychopharmacology, 202:197-206.
Wood SC, Fay J, Sage JR, Anagnostaras SG (2007) Cocaine and Pavlovian fear conditioning: a dose-effect analysis. Behavioural Brain Research, 176:244-250.
Journal Articles In Preparation
London-Nadeau K*, Chan P*, Wood S (under review) Building conceptions of cognitive enhancement: University students’ views on the effects of pharmacological cognitive enhancers (*undergraduate researcher)
Wood S (under review) High-impact learning practices in the redesign of an undergraduate laboratory course.
Chan P*, London-Nadeau K*, Wood S (in prep) Study drug usage rates and attitudes among University of Toronto students. (*undergraduate researcher)
Wood S. Integration of experiential learning in the curriculum redesign of an undergraduate laboratory course, The University of Toronto Teaching & Learning Symposium, Toronto, ON, April 2018.
Wood S. Undergraduate student leadership in scholarship of teaching and learning projects, The University of Waterloo Teaching & Learning Conference, Waterloo, ON, April 2018.
Wood S. When undergraduate researchers are necessary to answer the SoTL question: an undergraduate-led study on the use of study drugs on campus, The Symposium on Scholarship of Teaching and Learning, Banff, AB, November 2016.
Dukewich K & Wood S. Exploring the contextual variables and ethical ideologies that help inform decisions about everyday dilemmas in teaching, The Society for Teaching and Learning in Higher Education Annual Meeting, Vancouver, BC, June 2015.
— Recent Posters
Braun EK, Duncan K, Girgis R, Wood S, Sharp M, van Geen C, Abi-Dargham A, Shohamy D. Dopaminergic modulation of associative memory in healthy humans, Cognitive Neuroscience Society Meeting, Boston, MA, March 2018.
Abela AR, Rahbarnia A*, Wood S, Lê AD, Fletcher PJ. Exposure to Δ9-tetrahydrocannabinol (THC) during adolescence impairs acquisition of paired-associate learning in adulthood, The Society for Neuroscience, Washington, D.C., November 2017. (*undergraduate researcher)
Chan P*, London-Nadeau K*, Tong M*, Wood S. Study drug usage rates and attitudes among University of Toronto students, The Canadian Psychological Association National Convention, Toronto, ON, June 2017. (*undergraduate researcher)
London-Nadeau K*, Chan P*, Philipp-Muller N*, Wong M, Wood S. A qualitative outlook on university students’ attitudes toward the use of study drugs, The Canadian Psychological Association National Convention, Toronto, ON, June 2017. (*undergraduate researcher)
Wood S. Integration of high-impact learning practices in the curriculum redesign of an undergraduate laboratory course, The Society for Teaching Psychology’s Annual Conference on the Teaching of Psychology, Atlanta, GA, October 2016.
Schiralli J*, Wood S, Griffin M, Henderson J. Age and gender influences on substance use and reasons and motivations in treatment-seeking youth, University College Research and Practice Day, Toronto, ON, March 2016. (*undergraduate researcher)
Wood S. Student dissociation of data in articles from those in textbooks, The Society for Neuroscience, Chicago, IL, October 2015.
Wood S, Foerde K, Pincus M, Adcock RA, Shohamy D. The influence of gains and losses on learning and hippocampal generalization in humans, The Society for Neuroscience, New Orleans, LA, October 2012.
Wood S, Foerde K, Pincus M, Adcock RA, Shohamy D. Behavioral and neural effects of reward and punishment on generalization, Cognitive Neuroscience Society Meeting, Chicago, IL, April 2012.
Foerde K, Pincus M, Wood S, Adcock RA, Shohamy D. Neural mechanisms underlying the flexible generalization of gains and losses, The Society for Neuroscience, Washington, D.C., November 2011.
Arzi A, Banerjee S, Cox JC, D’Souza D, De Brigard F, Doll BB, Fairley J, Fleming SM, Herholz SC, King DR, Libby LA, Myers JC, Neta M, Pitcher D, Power JD, Rass O, Ritchey M, Jubal ER, Royston A, Wagner DD, Wang W, Waring J, Williams J, Wood S (2014). The significance of cognitive neuroscience: Findings, applications, and challenges. In Michael S. Gazzaniga (Ed) The Cognitive Neurosciences, Fifth Edition. Boston: The MIT Press.